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California: 1st-Grade Standards

CA.1.1. Content Standard: A Child's Place in Time and Space

Students describe the rights and individual responsibilities of citizenship.

1.1.1. Performance Standard:

Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.

1.1.2. Performance Standard:

Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the 'Golden Rule.'

CA.1.2. Content Standard: A Child's Place in Time and Space

Students compare and contrast the absolute and relative locations of places and people and describe the physical and/ or human characteristics of places.

1.2.1. Performance Standard:

Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.

1.2.2. Performance Standard:

Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.

1.2.3. Performance Standard:

Construct a simple map, using cardinal directions and map symbols.

1.2.4. Performance Standard:

Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

CA.1.3. Content Standard: A Child's Place in Time and Space

Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.

1.3.1. Performance Standard:

Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., 'My Country 'Tis of Thee').

1.3.2. Performance Standard:

Understand the significance of our national holidays and the heroism and achievements of the people associated with them.

1.3.3. Performance Standard:

Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.

CA.1.4. Content Standard: A Child's Place in Time and Space

Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

1.4.1. Performance Standard:

Examine the structure of schools and communities in the past.

1.4.2. Performance Standard:

Study transportation methods of earlier days.

1.4.3. Performance Standard:

Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

CA.1.5. Content Standard: A Child's Place in Time and Space

Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.

1.5.1. Performance Standard:

Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.

1.5.2. Performance Standard:

Understand the ways in which American Indians and immigrants have helped define Californian and American culture.

1.5.3. Performance Standard:

Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.

CA.1.6. Content Standard: A Child's Place in Time and Space

Students understand basic economic concepts and the role of individual choice in a free-market economy.

1.6.1. Performance Standard:

Understand the concept of exchange and the use of money to purchase goods and services.

1.6.2. Performance Standard:

Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.

The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

K-5.CST. Performance Standard:

Chronological and Spatial Thinking

K-5.1. Grade Level Expectation:

Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

K-5.2. Grade Level Expectation:

Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

K-5.3. Grade Level Expectation:

Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

K-5.4. Grade Level Expectation:

Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

K-5.5. Grade Level Expectation:

Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

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